The skillset to navigate this is one of the underappreciated challenges of teaching.

Exactly zero of my mathematics professors, and a large portion of my CS professors managed to adequately account for this. The professors of mine who did manage it remain firmly in my memories as great people and great teachers, while the one's who didn't inhabit an area between complete memory erasure, and disdain for how hard they made my life. This is at the very core of what it means to be a teacher, not just knowing the material, but knowing how to teach the material. I consider many of them to be failures at their main job for failing to navigate the curse.

> In the middle of delivering a lecture, Hardy arrived at a point in his argument where he said: "It is now obvious that..." Here he stopped, fell silent, and stood motionless with furrowed brow for a few seconds. Then he walked out of the lecture hall.

> Twenty minutes later he returned, smiling, and began: "Yes, it is obvious that..."

> I consider many of them to be failures at their main job for failing to navigate the curse.

A professor's main job is not to teach. It's publishing and getting funds into the university.